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Measure  the  efficiency  of  the  entire  school,  not  the  individual  ability  of  the  feu) 


Courtis  Standard  Research  Tests 

in  Arithmetic 


pin 

nr 


Series  B 


Supervisory  Graph 

for 

SERIES  B.  TESTS  1-4 

1913-14  Tabulations 


Issued  by  the 

Department  of  Cooperative  Research 
82  ELIOT  STREET  DETROIT,  MICH. 


Copyrighted,  1915  by  S.  A.  Courtis,  82  Eliot  St.,  Detroit,  Mich . 
All  rights  reservd 


2 


“Measure  the  efficiency  of  the  entire  school,  not  the  individual  ability  of  the  few” 


COURTIS  STANDARD 
RESEARCH  TESTS 


Series  B 


Supervisory  Graph 
EXPLANATIONS. 

The  character  of  the  supervision  within  a school,  or  a school  system,  has  a marked 
effect  upon  the  uniformity  of  the  product.  With  good  supervision, — whether  the  stand- 
ards be  low  or  high, — there  is  steady  progress  from  grade  to  grade,  and  where  there 
are  several  classes  of  the  same  grade,  whether  in  the  same  or  different  school  build- 
ings, these  classes  have  closely  the  same  class  scores.  This  supervisory  graph  ena- 
bles a superintendent  dr  supervisor  to  draw  the  development  curves  for  the  four 
operations  from  the  grade  scores  of  his  system,  and  to  compare  graphically  the 
scores  of  various  classes.  It  also  enables  a teacher  to  compare  the  results  achieved 
in  his  class  with  those  of  representative  classes  in  other  cities ; to  see  graphically  the 
amount  and  character  of  the  changes  produced  by  his  teaching.  Finally,  it  enables 
a superintendent  to  make  similar  comparisons  for  his  whole  school  system,  and  to 
compare  school  with  school  within  his  own  system. 

The  standard  scores  and  distributions  given  herein  are  based  upon  the  returns 
from  more  than  fifteen  hundred  classes  from  schools  in  nineteen  states. 

The  theory  upon  which  the  standard  scores  were  selected  is  as  follows:  Speed 
is  determined  largely  by  the  neuro-muscular  machinery  of  a child,  and  varies  as  the 
maturity,  the  physical  or  mental  condition,  and  the  incentive  of  the  child  change.  Accur- 
acy, on  the  other  hand,  is  largely  a matter  of  habit,  and  therefore,  of  training.  What- 
ever the  speed  at  which  a child  works,  his  results  must  be  correct.  For  each  grade, 
therefore,  the  nearest  larger  whole  number  of  examples  to  the  median  score  in  exam- 
ples attempted  is  taken  as  the  standard  speed.  Standard  accuracy  is  taken  as  per- 
fection, 100%.  These  two  ideals,  median  speed  and  perfect  accuracy,  are  probably 
the  best  goals  towards  which  to  work,  but  there  is  nothing  to  prevent  the  adoption 
of  other  standards  by  those  who  disagree.  Whatever  standards  may  be  chosen,  if 
development  curves  are  not  regular,  and  if  the  scores  of  normal  classes  do  not  cluster 
closely  around  a median,  the  supervision  is  not  as  efficient  as  it  might  be. 

Development  Curves.  The  development  curves  show  the  development  of  ability 
from  grade  to  grade:  how  much  better  the  fifth  grade  can  add  than  the  fourth,  etc. 
The  data  to  be  plotted  are  the  class  median  scores  in  speed  and  accuracy  as  found 
on  Record  Sheet  No.  1 and  copied  on  Record  Sheet  No.  3.  Where  there  are  several 
classes  of  the  same  grade,  use  the  median  of  the  class  scores  as  the  grade  median. 
Efficiencies  may  also  be  plotted,  but  as  yet  (1915)  no  standard  efficiencies  have  been 
determined. 

Standard  Distributions.  In  the  various  figures,  there  are  one  hundred  circles 
shown  for  each  test.  Each  circle  represents  the  scores  of  one  class.  The  value  of 
the  scores  is  shown  by  the  small  figures  in  the  rectangle  in  which  the  circle  occurs. 
Thus:  10-8  indicates  a score  of  ten  examples  attempted  and  eight  right.  No  account 
need  be  taken  of  decimal  parts  of  an  example.  The  median  of  the  class  scores  falls 
within  the  rectangle  outlined  in  black.  The  class  scores  are  from  tests  at  the  begin- 
ning, middle  and  end  of  the  year.  The  standard  scores  are  standard  individual  scores 
for  the  end  of  the  term  or  year.  (See  Bulletin  No.  4.) 


3 


o\ 

“Measure  the  efficiency  of  the  entire  school,  not  the  individual  ability  of  the  few” 


COURTIS  STANDARD  Supervisory 

RESEARCH  TESTS  Graph 


EXPLANATIONS,  continued. 


The  eighth  grade  figure  for  Test  1 on  page  fourteen  should  be  interpreted  as  fol- 
lows : Out  of  307  eighth  grade  class  scores  reported,  one  class  out  of  a hundred  made  a 
score  of  sixteen  examples  attempted  and  fourteen  right;  two  out  of  a hundred  had  a 
score  of  7 attempted,  4 right.  The  median  score  was  11  attempted,  8 right.  Other 
scores  than  those  represented  were  also  reported,  but  less  frequently  than  once  in 
one  hundred  times. 


INSTRUCTIONS. 


For  Drawing  Development  Curves. 

Plot  data  from  School  Record  Sheet  No.  3,  vertical  columns. 

To  draw  the  development  curve  for  Speed  in  Addition,  for  instance,  mark  in  the 
diagram  on  page  four  in  the  column  for  each  grade  a heavy  dot  horizontally  opposite 
the  score  corresponding  to  the  median  speed  (number  of  examples  attempted)  for 
that  grade.  Join  each  dot  to  the  next  by  a heavy,  solid  line.  The  standard  curve 
for  speed  is  printed  in  the  diagram  to  make  comparisons  easy. 

Plot  the  curve  for  Accuracy  in  similar  fashion,  using  a dotted  line.  By  accuracy 
is  meant  the  per  cent  the  examples  right  are  of  the  examples  attempted.  The  standard 
curve  for  accuracy  is  the  100%  line. 

The  results  from  several  successive  tests  may  be  plotted  in  the  same  diagram 
by  using  inks  of  different  colors  for  the  different  tests. 

For  Locating  the  Position  of  a Single  Class. 

Write  the  class  score  for  any  one  test  in  the  blank  spaces  provided  under  “first 
trial”  at  the  proper  test  and  grade.  Then  find  the  rectangle  corresponding  to  these 
scores,  and  black  in  one  of  the  circles  in  the  rectangle.  If  there  is  no  circle  in  the 
rectangle,  draw  one  in,  using  a dotted  line.  This  means  that  such  a score  occurs 
less  than  once  in  one  hundred  times. 


SUGGESTIONS. 

To  show  the  amount  and  character  of  the  changes  between  two  tests  of  any  one 
class,  locate  circles  corresponding  to  the  scores  at  each  trial,  then  draw  an  arrow 
between  them. 

To  compare  several  classes,  give  each  a letter,  as  A,  B,  C,  etc.,  and  write  these 
letters  in  the  proper  circles.  Or  use  different  colored  inks  and  fill  the  circles. 

To  compare  a class  with  scores  from  other  cities,  locate  also  circles  corresponding 
to  the  scores  of  the  various  cities  given  in  Bulletin  No.  4,  writing  a letter  in  each 
circle;  as  D,  for  Detroit. 

Illustrations  will  be  found  on  page  16. 


‘Measure  the  efficiency  of  the  entire  school,  not  the  individual  ability  of  the  few’ 


DEVELOPMENT  CURVES 
IN  SPEED  AND  ACCURACY 

Class  Scores  (Medians)  Series  R. 


Supervisory 

Graph. 


SCORE 

Test  No.  1.  Addition. 

% 

17 

100 

16 

15 



• 90 

14 

* 80 

13 

• ' 

12 

11 

70 

10 

• •• 

# # 

9 

. . . • 

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60 

8 

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4 

s 

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3 

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... 

30 

2 

1 

Grades 

20 

0 

3 l4Ij5l6l7 

9 

SCORE 

Test  No.  2.  Subtraction 

% 

17 

16 

15 

14 

13 

12 

11 

10 

9 

8 

7 

6 

5 

4 

3 

2 

1 

0 


100 

90 

80 

70 

60 

50 

40 

30 

20 


Grades 


8 


5 


“Measure  the  efficiency  of  the  entire  school,  not  the  individual  ability  of  the  few” 


DEVELOPMENT  CURVES 
IN  SPEED  AND  ACCURACY 

Class  Scores  (Medians)  Series  B. 


Supervisory 

Graph. 


SCORE 

Test  No.  3. 

Multiplication 

% 

17 

100 

16 

. 

15 

. 

. 

. 

* 

• 90 

14 

13 

80 

12 

11 

J 

70 

10 

. 

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9 

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60 

8 

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50 

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4 

s 

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3 

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30 

2 

• 

1 

20 

0 

Grades 

V 

3 L 4 L 

5 L 6 L 

7 l s L 

9 

ORE 

Test  No.  4.  Division 

% 

17 

100 

16 

15 

........ 

• 90 

14 

13 

80 

12 

11 

• • • • • • ^ 

70 

10 

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3 

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30 

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1 

20 

0 

Grades, 

3 L4L5L6Ij7  L 8 L 9 


6 


‘Measure  the  efficiency  of  the  entire  school,  not  the  individual  ability  of  the  few 


STANDARD  FOURTH  GRADE 
DISTRIBUTIONS 

Class  Scores  (Medians)  Series  B. 

Based  upon  returns  from  257  classes 


Supervisory 

Graph 


o-o 

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1 

Class  Medians:  First  Trial. 


Standard  Scores  6-6 


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Class  Medians:  First  Trial Second  Trial Third  Trial Fourth  Trial. 


‘Measure  the  efficiency  of  the  entire  school,  not  the  individual  ability  of  the  few’ 


7 


STANDARD  FOURTH  GRADE 
DISTRIRUTIONS 

Class  Scores  (Medians)  Series  D. 


Supervisory 

Graph. 


Based  upon  returns  from  257  classes 


Test  No.  3.  Multiplication  Median  Scores  4.9  - 1.9  (39%)  Standard  Scores  5-5 


0-0 

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Class  Medians:  First  Trial Second  Trial Third  Trial Fourth  Trial 

Test  No.  4.  Division  Median  Scores  3.4  - 1.1  (32%)  Standard  Scores  4-4 


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Class  Medians:  First  Trial Second  Trial Third  Trial Fourth  Trial 


‘Measure  the  efficiency  of  the  entire  school,  not  the  individual  ability  of  the  few” 


STANDARD  FIFTH  GRADE  

DISTRIBUTIONS  Supervisory 

Graph. 

Class  Scores  (Medians)  Series  B.  

Based  upon  returns  from  380  classes 


Test  No.  1.  Addition  Median  Scores  7.6  - 4.5  (59%)  Standard  Scores  7-7 


; “ 

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6-6 

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Class  Medians:  First  Trial Second  Trial Third  Trial Fourth  Trial 

Test  No.  2.  Subtraction  Median  Scores  8.1  - 5.9  (73^  ) Standard  Scores  8-8 


4-4 

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14-7 

Class  Medians:  First  Trial 


Second  Trial 


Third  Trial 


Fourth  Trial 


‘Measure  the  efficiency  of  the  entire  school,  not  the  individual  ability  of  the  few’ 


9 


R 

STANDARD  FIFTH  GRADE 
DISTRIHCTIONS 

Supervisory 

Class  Scores  (Medians)  Series  B. 

Graph. 

Based  upon  returns  from  380  classes 


Test  No.  3.  Multiplication  Median  Scores  6.4  - 4.0  (63%)  Standard  Scores  7-7 


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o 

6-2 

oo 

7-3 

o 

8-4 

o 

9-5 

o 

10-6 

11-7 

12-8 

TT9  1 

-4 

5-0 

s'-b 

6-1 

6-1 

.7-2 

o 

8-3 

9-4 

10-5 

0 

----- 

11-6 

32-7 

13-8 

6-0 

£6 

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8 3”’ 

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12-6 

13-7 

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7-0 

8-1 

|~ 93  * 

10-3  

f 1 

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ii-4 

12-5 

13-6 

Class  Medians:  First  Trial Second  Trial Third  Trial Fourth  Trial 


Test  No.  4.  Division  Median  Scores  4.9  - 3.0  (61%)  Standard  Scores  6-6 


0-0 

1-1 

2-2 

, 3-3' 

4-4 

O 

4.4 

0 

S-5 

6-6 

7.7 

8-8  | 9-9  j 10-10 

O 

1 1 

11-11 

12-12 

| 

1-0 

0 

2-1 

O 

3-2 

O O 
O O 

°o°- 

o°o 

0 0 

0 

5-4 

0 0 

0 0 

0 0 

6-5 

O O 

7-6 

O O 

8-7 

OO 

| 9-8 

10-9 

7 u-To 

12-fi 

2-0 

O 

OOO 

O S 

OOO 

4-2 

O O 

O O 

O O 

ooo 

ooo" 

060 

ooo 

ooo 

ooo 

ooor 

7-5 

O O 
O O 

8-6 

0 0 

ib-8 

_ 

12-1.1 

3-0 

O O 

o'o 

O O 

0 0 

4-1 

§8 
O O 

5-2 

0 0 

0 0 

6-3 

0 0 
0 0 

7-4 

O O 

8-5 

0 

9-6 

10-7  ~T_ 

11-8 

12-9 

4-0 

OO 

4-0. 

OO 

5-1 

00 

■ 6-2  -j 

7-3 

8-4 

9-5 

10-6  -j 

11-7 

- 12-8 

6-i 

~ 7-2 

8-3 

"lb-5  ^ 

'7  TT-6  7~ 

12-7  " 

60 

- 8-2 

9-3 

10-4 

.11-5  " 

12-6 

7-0 

- 8-1 

9-2 

10-3 

11-4 

12-5 

Class  Medians:  First  Trial Second  Trial Third  Trial Fourth  Trial 


10 


‘Measure  the  efficiency  of  the  entire  school,  not  the  individual  ability  of  the  few** 


STANDARD  SIXTH  GRADE 
DISTRIRDTIONS 

Class  Scores  (Medians)  Series  R. 

Based  upon  returns  from  353  classes 


Supervisory 

Graph. 


Test  No.  1.  Addition  Median  Scores  8.9  - 5.7  (64%)  Standard  Scores  9-9 


i 4-4 

S-5 

6-6 

7-7 

8-8 

8-8 

9-9  ' 

10-10  . 

11-11 

12-12 

13-13 

14-14 

1S-1S 

16-16 

4-3 

5*4 

6-5 

7-6 

o 

8-7 

8-7 

9-8 

r-jjj-j 

o 

y™ 

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mi 

O 

14-13 

15-14 

16-15 

4-2 

5-3 

6-4 

oo 

7-5 

o o 
o o 

8-6 

o o 

o 

8-6 

O 0 

0 

9-7 

o o 
o°o 

10-8 

oo 

11-9 

OO 

12-10 

o 

13-11 

14-12 

o 

15-13 

16-14 

5-2 

0 

6-3 

o o 

o 

o"o 
o o 
o o 

o“o 
o o 
o o 

8-5 

o o 
o°o 

9-6 

o o 
ooo 
ooo 

10-7 

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o o 

11-8 

o 

12-9 

o 

13-10 

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14-11 

15-12 

16-13 

j 4-6  

5-1  ~ 

6-2 

o 

7-3 

o o 
o°o 

8-4 

o o 
o o 

8-4 

0 o 
0 o 

9-5 

°o° 
o o 

10-6 

o o 

o o 

11-7 

o 

12-8 

o 

13-9 

o 

14-10 

15-11 

o 

16-12 

so 

6-1 

7-2 

o 

8-3 

o 

8-3 

o 

• 9-4 

o o 

o 

10-5 

o 

11-6 

o 

' 12-7  

138 

14-9 

15-10 

16-11 

6-0 

7-1 

8-2 

8-2 

9-3 

o 

10-4 

11-S 

O 

12-6 

13-7 

14-8 

15-9 

16-10 

7-0  • 

8-1 

8-1 

9-2 

1ft.* 

11-4 

12-S 

13-6 

14-7 

15-8 

16-9 

Class  Medians:  First  Trial Second  Trial Third  Trial Fourth  Trial 


Test  No.  2.  Subtraction  Median  Scores  9.5  - 6.8  (72%)  Standard  Scores  10-10 


4-4 

5r5 

6-6 

1 

7-7 

0 

8-8 

•8-8 

9-9 

! 

1 . 

10-10 

11-11 

12-12 

13-13 

I 

14-14 

15-15 

16-16 

' +5“““ 

----  - 

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O 

75 

0 

O 

c 

8-7 

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) 

r~ 94 

0 0 
0 

j 10-9 

OO 

. jjjjjprr- 

O 

1'2-li 

O 

14-13 

15-14 

16-T5  ' 

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6-4 

O O 
O 

7-S. 

°o° 

00 

’8-6 

°o° 

00 

” 8-6 

O O 

o°o 

ooo 
ooo 5 

j 10  8 

P 11-9 

00 

1 

“ lillU  

O 

13-11 

O 

6 

14-12 

15-13 

16-14 

4-1 

5-2 

6-3 

7-4 

OO 

• 8~5 

O O 
O O 

8-5 

O O 
O 

9-6 

OOQ 

j 10-7 

p 0 
p 0 
lo  0 

r i7-8 

00 
c Po 

O 

13-10 

OO 

14-11 

O 

15-12  v"- 

16-13 

4-0 

5-1 

6-2 

■ ’ 7r3 

0 

f“~  8-4 

0 

c 

8-4 

O 

> 

9-5 

O 0 
O 0 

i-  10-6 

°o° 

00 

' 11-7 

OO: 

12-8 

O 

13-9 

14-10 

0 

15-11 

16-12 

’ 50 

6-1 

7-2 

8-3 

- 

8-3- 

""9-4""’ 

0 

0 

1F6  ” 

12-7 

13-8“ 

14-9 

15-16 

16-11 

60 

u_7_ 

8.2 

8-2 

6-S  • 

0 

10  4 

ii-5 

12-6  “ 

’ 13-7 

14-8 

15-9 

16-10 

7-0 

8-1 

8-1 

9-2 

10-3 

114 

12-5 

T3"-6  v 

| 

14-7 

15-8 

16-9 

Class  Medians:  First  Trial Second  Trial Third  Trial Fourth  Trial 


‘Measure  the  efficiency  of  the  entire  school,  not  the  individual  ability  of  the  few’ 


11 


STANDARD  SIXTH  GRADE 
DISTRIBUTIONS 

Class  Scores  (Medians)  Series  B. 

Based  upon  returns  from  353  classes 


Supervisory 

Graph. 


Test  No.  3.  Multiplication  Median  Scores  7.8  - 5.3  (68%)  Standard  Scores  9-9 


4-4 

5-5 

o 

5-6. 

6-6 

7'? 

7-7 

3-8 

9-9 

,.  — 

10-10 

11-11  1 

- 12-12 

13-13 

14-14  I 

1 

15-15 

44 

/ 

5*4 

0 

6-Sv 

OO 

6-5 

OO 

7-6 

o 

< 

7-6 

O 

3 

8-7 

O O 
O 

ib-9 

o 

li-io 



12-11 

sir 

14-13 

r7*'  is-i4 

4-2 

5-3 

o o 
o 

6-4 

o o 

o o 

o o 

6*4 

o o 
88 

7-J5  | 

o o 

O Q 

o o| 

r-s 

O O 

bo 

8-6 

O O 

o o 
o o 

O O 

o 

10-8 

oo 

o 

o 

12-10  ‘ 

13-11 

1412 

15*13 

4-1 

5-2 

oo 

6-3- 

O 0 

o o 

6-3 

o o 
o o 

oo 
o o 

jo’o 
o o! 

A 8-5 

9-6 

o o 

o o 

.....  ----- 

10-7 

o o 

o 

"Tf8 

o 

12*9 

o 

13-10 

1512 

4-0 

5-1 

«•? 

c 

6-2 

) 

7-3 

o 

7-3 

0 

' 8-4 

OO 

o 

o o 
o 

o 

j—  - 

13-9 

14-10 

1511. 

5-0 

6*1 

i-J 

7-2 

7-2 

! 

8-3 

9-4 

oo 

— 

— r 

j 'ii-6  ’ ■ 

f 

12-7 

13-8 

14-9 

15*10 

6-0 

6-0 

' 7-1 

7-1 

: : ‘‘H 

UM  " 

ii-s 

Sz  ~ 

14-8 

15  9 

7-6 

7-0 

.....  — . * 

9-2 

10-3 

J 

... 

r 12-5 

13-6 

14-7- 

I 

1 

154- 

Class  Medians:  First  Trial Second  Trial Third  Trial Fourth  Trial 


Test  No.  4.  Division  Median  Scores  6.8  - 5.9  (87%)  Standard  Scores  8-8 


2-2 

3-3 

4*4 

o 

s-s 

O 

6*6 

o 

7-7 

8-8 

o 

• 9*9 

oo 

10-10 

] li -n 

12-12 

1343 

14-14 

35-15  i 

2-1 

3-2. 

o 

4*3 

oo 

ooo 

O s 

OOO 

6-5 

o o 

O 0 
IQ  O 

7*6 

88 
o o 

8-7 

o o 

o o 

o o 

9-8 

O O 

O 

W4  ~ 

o 

! 1)40 

O 

Sl  i - 

o 

1342 

1443 

“~Sl4  ~ 

2-0 

...  _ 

o 

°o° 

oo 

5-3  - 

6-4 

0 o 
888 

7-5 

o o 

o o 

o o 

84 

o o 
o o 

9-7 

OO 

10-8 

OO 

_ ...  . 

o 

13-11 

O 

1442 

15-13  j 

3-0 

fl 

oo 

5-2 

O O 

o o 

6-3 

O O 

o 

7-4 

oo 

”mT 

o o 

o 

....  ^ 

OO 

ro-r 

o 

ii-8 

12-9 

13-10 

14-11 

15-12 

4-0 

5-1 

o 

6-2 

O 

7-3 

o 

8-4 

o 

9 5 

“i6r6— 

11-7 

r"  124 

13-9 

1440 

15-11 

5-0 

6-1 

7-2 

8-3 

9-4 

10-5 

il-6 

12-7 

134 

14-9  ' 

Ts-To 

6*0 

• .7-1 

8-2 

l"1  10-4  1 

115 

124 

13-7 

144' 

15-9 

7-0 

8-1 

’ 10-3 

11-4 

124  ' ^ 

13-6  ’ 

14-7 

15-8 

Class  Medians:  First  Trial Second  Trial Third  Trial Fourth  Trial 


i2 


“Measure  the 


efficiency  of  the  entire  school,  not  the  individual  ability  of  the  few’* 


STANDARD  SEVENTH  GRADE 
DISTRIBUTIONS  ’ 

Class  Scores  (Medians)  Series  B. 


Based  upon  returns  from  305  classes 


Supervisory 

Graph. 


Test  No.  1.  Addition  Median  Scores  9.8  - 6.4  (65%)  Standard  Scores  11-11 


4-4 

5-5 

6-6 

• 7:7 

8-8 

1 

9-9 

10-10 

11-11 

12-12 

13-13 

14-14 

1S-1S 

16-16 

' 17.17 

4-3 

. S-4 

6-5 

o 

7-6 

O 

8-7  • 

oo 

9-8 

10-9 

o 

11-10 

12-11 

13-12 

14-13 

15-14 

16-15 

17-16 

4-2 

5-3 

6-4 

O 

7-5 

oo 

8-6 

OO 

9-7 

o o 
o o 

10-8 

oo 

17-9 

O 

1240  | 

O 

13-11 

o 

14-12 

o 

15-13 

1614  • 

17-1S 

id 

5-2 

6-3 

O 

7-4 

o o 

O 0 

8-5  ' 

O O 
888 

9-6 

o o 
o o 
OOO 

10-7 

o o 
o o 

OOO 

11-8 

o o 
o o 

12-9 

o o 

o 

13-10 

o 

' - 14-11  ~ 

o 

1512 

16-13 

17-14  • 

} 4-0 

5-1 

o 

7-3 

o 

84 

o o 
o°o 

9-5 

o o 
888 

10-6 

o 0 
o o 

11-7 

o o 
o o 

j 12-8 

o o 

o 

14-10 

o 

15-11 

16-12 

17-13 

_ 

— 

' 7*2 

8-3 

o o 

o o 

9-4 

OO 

10-5 

oo 

11*6 

oo 

12-7 

O 

13-8 

O 

14-9 

o 

15-10 

16-11 

mi 

6 -0  • 

7-1 

o 

8-2 

9-3 

10-4 

O 

11-5 

O 

12  6 

o 

13-7 

14-8 

15-9 

16-10 

1741 

7-0 

8-1 

9-2 

10-3 

.11-4 

12-5 

13-6 

14-7 

15-8 

16-9 

17-10 

Class  Medians:  First  Trial Second  Trial Third  Trial Fourth  Trial 


Test  No.  2.  Subtraction  Median  Scores  10.4-7.9  (76%)  Standard  Scores  11-11 


4-4  j 

5-5 

6-6 

7-7 

8-8 

o 

9-9 

o 

10-10# 

j 11-11  j 

1 

. 

12-12 

13-13 

14-14 

15-15 

16-16 

17-17 

4-3 

‘ 4-2  " 

5-4 

5-3 

6-5 

7-6 

*•’ 

o o 

o 

-M  - 

o o 

o 

10-9 

o o 

o 

li-io  ; 

oo 

12-11 

1 

o 

1342 

O 0 

14-13 

O 

15-14 

16-15 

1746 

6-4 

O 

75 

o 

8-6'" 9-7 

o oo  o 
oooo 
o O ooo 

_ lu-x  _ 119 

o o°  ° 
oooo 

12-10 

o o 

O 

13-11 

o o 

14-12 

o 

15-13 

16  14 

17-15  

4-1 

j 7-4 

o o 

0 °8  § 
oooo 

10-7 

o o 
o o 

OOO 

.11-8 

0 o 

o o 

12-9 

oo 

13-J0 

14-11 

O 

15-12 

o 

16-13 

17-14 

40 

51 

6-2 

7-3  . 

o 

3-4 

o o 

o 

9-5 

o o 

o 

10-6 

°o° 
o o 

11-7 

o o 

o o 

12-8 

o o 

13*9 

o o 

14-10 

15-11 

16-12 

17-13 

so 

64"“' 

v> 

8-3 

9-4 

o 

10-5 

o 

" ll-6  "* 

o 

Si 

o 

13-8 

14-9 

0 

15-10  . 

16-11 

1742 

6-0 ~ ' 

7-i 

8-2 

9-3 

10-4 

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12-6 

13-7 

14-8 

15-9 

16-10 

17-11 

rfi 

8-1 

9-2 



j ’ 11-4  

— ••• 

13-6 

.14-7 

15-8 

16-9 

17-10 

Class  Medians:  First  Trial Second  Trial Third  Trial Fourth  Trial 


“Measure  the  efficiency  of  the  entire  school,  not  the  individual  ability  of  the  few' 


13 


STANDARD  SEVENTH  GRADE 
DISTRIRUTION  S 

Class  Scores  (Medians)  Series  R. 


Supervisory 

Graph. 


Based  upon  returns  from  365  classes 

Test  No.  3.  Multiplication  Median  Scores  8.9  - 6.2  (70%)  Standard  Scores  10-10 


4-4 

5-5 

6-6 

77 

8-8 

9-9 

10-10 

o 

11-11 

12-12 

13-13 

14-14 

15-15 

16-16 

17-17  j 

4-3 

‘ 5-4 

6-5 

o o 

0 

- 7-6 

OO 

8-7 

o o 

o 

9-8 

o o 

o 

10-9 

o 

“Two 

o 

12-11 

13-12, 

14-13 

15-14 

16-tS 

.17-16 

42  , 

S3 

6-4 

o o 

o o 

0*0 

o o 
ooo 

ooo 

sooo 

ooo 

9-7 

°o° 
o o 

10-8 

o o 

o 

li-F 

o o 

0 

12  10 

13-11 

14-12 

1 15-13 

16  14 

17  15 

* 5-2 

0 

6-3 

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o 

. ’■* 

o o 

o o 

8-5 

o o 
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1310 

14-11 

15-12 

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17-14 

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o 

5-1  

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6-2 

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74 

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8“'* 

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10-6  ' 

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11-7 

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12-8  ■ 

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139 

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17-13  ; 

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ii 

1-2 

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94 

o 

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o 

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■r  13-8 

14-9 

> 15-10 

16-11  • 

17-12  ' 

6-0 

7.1 

• 8-2 

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— — 

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li-5 

12-6 

13-7 

14-8 

■ 



15-9 

16-10 

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74) “ 

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I 

Ti 

i 

ii  4 " 

1 2-S “ 

13-6  | 14-7  j . 15-8 

1 

16-9  i 17-10 

Class  Medians:  First  Trial Second  Trial Third  Trial Fourth  Trial 


Test  No.  4.  Division  Median  Scores  8.4  - 6.7  (80%)  Standard  Scores  10-10 


2-2 

3-3 

4-4 

0 

5-5 

6*6 

oo 

7-7 

8-8 

OO 

9-9 

o 

10-10 

O 

11-11 

12-12 

O 

13-13 

O 

14-14 

1515 

2-1 

3-2 

o 

4-3 

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o 

5-4 

OO 

6-5 

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o°o 

7-6 

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ooo 
ooo 

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o o 

io-9 

o o 
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fi-To 

OO 

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O 

13-12 

14-13 

15-14 

| 

2-0 

3-1 

4-2 

5-3 

o o 

6-4 

°0° 
o o 

7-5 

o o 
888 

8-6 

o o 
o o 
ooo 

9-7 

o o 
o°o 

,o  o 
"o  o 



o o 

12-10 

O O 

13-11 

O 

14-12 

15-13  j 

3-0 

4-1 

5-2 

— 

6-3 

o o 

7-4 

o o 

8-5 

o o 

9-6 

0 o 

10-7 

o o 

li:8 

Wi 

13-10 

14-11 

15-12 

40 

6-2 

7-3 

o 

8 4 

o 

9-5 

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10-6 

o 

j 

12-8 

13-9 ~ 

14-10  ’ 

15-11* ~f 

6-1  

7 2 

8-3 

o 

9-4 

O 

10-5  " 

116 

‘ ‘ 12-7 

13-8 

— 

1510 

«-d~ 

7-i 

8-2 

0-3 



— 

12-6 

13-7 

14-8 

15-9 

7-6 

8-1 

9-2 

103 

11-4 

12-5 

13-6 

14-7 

15-8 

Class  Medians:  First  Trial Second  Trial Third  Trial Fourth  Trial 


14 


‘Measure  the  efficiency  of  the  entire  school,  not  the  individual  ability  of  the  few’ 


STANDARD  EIGHTH  GRADE 
DISTRIBUTIONS 

Class  Scores  (Medians  )Series  B. 


Supervisory 

Graph. 


Based  upon  returns  from  307  classes 


Test  No.  1.  Addition  Median  Scores  11.2-8.1  (72%)  Standard  Scores  12-12 


4-4 

s-s 

6-6 

7-7 

oo 

8-8 

O 

9-9 

O 

10-10 

11-11 

12-12 

13-13 

14-14 

15-15 

16-16 

17-17 

4-3 

5-4 

6-5 

7-6 

«■> 

o 

s°o° 

o o 

10-9 

O 

1M0 

o o 
o 

12-11 

13-12 

14-13 

15-14 

16-15 

17-16 

4-2 

5-3 

6-4 

7-5 

o 

8-6 

o 

9-7 

o 

10-8 

OO 

11-9 

oo 

12-10 

O 

13-11 

O 

14-12 

O 

15-13 

O 

16-14 

o 

17-15 



5-2 

6-3 

7-4 

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8-5 

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9-6  j 

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10-7 

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11-8 

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13-10 

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17-14 

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5-1 

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7-3 

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17-13 

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12-7 

oo 

13-8 

oo 

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o 

15-10 

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16-11 

17-12 

.....  r—  

7-1 

8-2 

9-3 

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11-5 

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12-6 

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13-7 

14-8 

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15-9 

16-10 

17-11 

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! 8-i  ; ” 

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15-8 

16-9 

17-10 

Class  Medians:  First  Trial Second  Trial Third  Trial Fourth  Trial 


Test  No.  2.  Subtraction  Median  Scores  12.3  - 9.9  (80%)  Standard  Scores  12-12 


5-5 

i 

| 

6-6  | 

7-7  ; 

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9-9 

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Class  Medians:  First  Trial 


Second  Trial 


Third  Trial 


Fourth  Trial 


15 


“Measure  the  efficiency  of  the  entire  school,  not  the  individual  ability  of  the  few” 


STANDARD  EIGHTH  GRADE 
DISTRIBUTIONS 

Class  Scores  (Medians)  Series  B. 


Supervisory 

Graph. 


Based  upon  returns  from  307  classes 


Test  No.  3.  Multiplication  Median  Scores  10.6-7.6  (72%)  Standard  Scores  11-11 


4-4 

s-s 

6-6 

7-7 

8-8 

9-9 

9-9 

10-10 

11-11 

----- 

12-12 

13-13 

14-14 

1S-1S 

16-16 

4-3 

5-4 

5-5 

7-6 

8-7 

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9-8 

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10-8 

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13-11 

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11-4 

12-5 

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Class  Medians:  First  Trial Second  Trial Third  Trial Fourth  Trial 


Test  No.  4.  Division  Median  Scores  10.4-8.8  (85%)  Standard  Scores  11-11 


4-4 

5-5 

6-6 

o 

7-7 

o o 

8-8 

O 

9-9 

1 1 

10-10 

OO 

i 11-11 

I 

12-12 

o o 

13-13 

14-14 

15-1S 

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1 

36-16 

17-17 

4-3 

5-4 

o 

6-5 

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7-6 

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£ £ 
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10-9  11-10 

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5-3 

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! 

15-13 

16-14 

17-15 

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6-3 

7-4 

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9-6 

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10-7 

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11-8 

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12-9 

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13-10 

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14-11 

| 

15-12 

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16-13 

17-14 

4-0 

5-1 

6-2 

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8-4 

9-5 

10-6 

o 

11-7 

o 

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, — 

14-10 

1 

15-11 

16-12 

17-13 

5-0 

6-1 

7-2 

8-3 

9-4 

10-5 

11-6 

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f 12-7  

o 

13-8 

14-9 

1 ] 

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17-12 

6-0 

7-1 

8-2 

10-4 

11-5 

p‘  lbl  

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14-8 

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1610 

17-lf 

7-0 

8-1 

9-2 

10-3 

11-4 

12-5  

13-6  j 

14-7 

15-8 

16-9 

17-10 

Class  Medians:  First  Trial Second  Trial Third  Trial Fourth  Trial 


‘Measure  the  efficiency  of  the  entire  school,  not  the  individual  ability  of  the  few 


ILLUSTRATIONS 


Figure  1.  Development  Curves  for  Addition 
from  a single  school,  showing  fair  supervision 
and  low  standards.  The  light,  solid  line  repre- 
sents the  class  scores  in  speed,  the  light,  broken 
line  the  scores  for  accuracy.  The  upper  (heavy) 
solid  line  is  the  corresponding  accuracy  curve  for 
the  system  of  which  the  school  is  one  unit. 

The  high  sixth  and  low  seventh  grades  are  low 
in  speed,  and  the  high  fourth,  fifth,  and  eighth 
grades  are  relatively  high  in  accuracy.  The 
standards  are  judged  low  because  the  curves  are 
so  far  below  standard  curves,  or  even  the  curves 
for  the  city  as  a whole.  The  cause  in  this  case 
is  that  the  school  has  but  recently  been  opened. 


Tent  No.  1.  Addition 


Based  npoa  freturna  from  307  . 
Median  Scores  11.2-8.1 


Standard  Scores  12-12 


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o 

o 

— nnr- 

o 

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oo 

o 

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o 

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o 

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o 

mu 

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& 

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0 

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Clast  Medians:  First  Trial.  *.9*£*V7Socond  Trial!(,?*?'l  Third  Trial. 


Fourth  Trial. 


Figure  3.  Comparison  of  six  months’  progress 
of  two  eighth  grade  classes.  Actual  scores: 
class  A,  first  trial,  10.2  examples  attempted,  6.7 
examples  right;  second  trial,  11.9-9.1;  class  B, 
11.2-7.3  and  12.1-9.1.  Note  that  both  classes  were 
a little  below  median  at  the  first  trial,  class  A 
being  the  lower.  Note  also  that  the  lower  class 
made  the  larger  gain. 


Figure  2.  Accuracy  curves  from  four  succes- 
sive tests  in  Multiplication  showing  progress  made  HK 
in  one  year.  The  test  of  February,  1914,  is  rep-j  I 
resented  by  the  light,  broken  line;  June,  1914,1 
by  the  light,  solid  line;  September,  1914,  by  the] 
heavy,  broken  line,  and  February,  1915,  by  the] 
heavy,  solid  line. 


Tent  No.  4.  Division 


Median  Score.  10.4-8.8 


Standard  Scores  11-11 


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Class  Mediae.:  First  Trial S.cond  Trial  Third  Trial  Fourth  Trial. 


Figure  4.  Comparison  of  eighteen  eighth  grade 
classes  in  one  city.  The  results  indicate  poor 
supervision;  for  the  scores  range  from  eight  to 
eighteen  examples.  That  fourteen  of  the  eigh- 
teen classes  are  above  median  indicates  that  the 
general  standards  of  the  city  are  high  (the  me- 
dian for  the  city  falls  at  M,  11-11),  while  the 
large  number  of  100%  scores  shows  that  the 
quality  of  the  work  is  exceptional. 


